AAC Devices Workforce 1

The Benefits and Barriers of AAC Devices in the Workforce.

Jennifer Hudler

Governors State University

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In American society, employment is an indicator of many roles. According to

Blackstone, 1993; McAfee, 1986; McCarthy, 1986 in Light, Stoltz, and McNaughton

(1996), these roles determine our economic position, social status, self-image, and quality

of life. How does an individual with a disability attain these roles? Individuals with

disabilities have to overcome many barriers in the workplace however; there are also

many benefits that accompany employment. This paper will address the benefits and

negative impacts of employment, barriers to employment, and supports for successful

employment.

According to McNaughton, Light, & Arnold (2002), the benefits for employment

included personal expectations which integrated: achievement of success, a positive

impact on self-esteem, a desire to put mind and education to use, and the impact on the

lives of others with disabilities; financial benefits ranged from financial need to financial

independence; and positive experiences in the workplace which incorporated the

enjoyment of work activities and contact with other people and stimulation (p. 64).

McNaughton, Light, & Groszyk (2001) stated the benefits for employment were the need

for productive activities, i.e. the need to make a contribution and feel purposeful;

personal identification with work activities, positive experiences in the workplace and the

practical benefits of employment which included the positive experience of a supportive

environment, loyalty to coworkers, and the opportunity to be with friends (p.183).

McNaughton, Light, & Gulla (2003) approached employment from the employers’

perspective. Employers stated there were three ways in which employment was

beneficial for AAC users: opportunities for positive social interaction, personal

enjoyment, and financial gains (p. 239). If people who use AAC are segregated from
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society, they have few opportunities to develop social contacts that may lead to future

employment options (Light, Stoltz, & McNaughton, 1996, p. 222).

Working had negative impacts on the AAC users. Impact/demands on physical

health such as fatigue were concerns according to McNaughton et al., (2001) and

McNaughton et al., (2002). Decreased times for other activities like social activities and

activities of daily life; societal prejudice, not being recognized as an employee by other

coworkers; and energy for advocacy was an issue of concern in McNaughton et al.,

(2002). Besides negative impacts in the workplace, AAC users faced barriers and

challenges to employment.

Technological, policy and funding, and attitude were common barriers according

to McNaughton et al., (2001) and McNaughton et al., (2002). Examples of technological

barriers were the cost of assistive technology, learning demands of assistive technology,

and the limitations of assistive technology. Lack of government policies, the absence of

employer policies to support retaining, the lack of insurance funding for assistive

technology, and the inefficiency of vocational rehabilitation services are a few examples

of policy and funding barriers. Negative attitudes of society and employers toward

individuals with disabilities were displayed. McNaughton et al., (2003) mentioned the

six most common examples of multiple challenges associated with communicating using

AAC were: the increased time required for exchanges with co-workers; the inability of

communication partners to understand unaided (e.g., gestures, speech approximations) or

low tech (e.g., communication boards) means of communication; difficulty speaking in

noisy places; difficulty with unfamiliar partners; reluctance of co-workers to socialize;

and the challenge of communication technology not working when it was needed
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(p. 242). Even though barriers and challenges to employment exist supports also exist to

maintain successful employment.

In addition to the barriers to employment, the participants described the supports

and strategies they used to overcome these barriers and ensure successful employment

experiences (McNaughton et al., 2001, p. 189). McNaughton et al., (2001) describes four

sub-themes to support employment. Government policies should mandate federal

legislation that protects the rights of workers with disabilities. Employer supports should

consist of policies that support participation (e.g., retraining), facility accommodations,

and a provision of technology. The technological supports should incorporate specific

devices that feature support participation (e.g., voice output). Personal support networks

are comprised of personal care supports, moral supports, and financial and transportation

assistance (p. 184). Six different sub-themes were experienced according to McNaughton

et al., (2002). The commitment to employment, a strong work ethic, determination, and

time management skills were vital to personal characteristics. Educational background

and volunteer and work experience were included. Technology incorporated specific

devices that featured support participation (e.g., voice output) and posting resumes on the

Internet. Policies and funding are viewed as barriers as well as supports. Supports are

government legislation (e.g., ADA), government programs (e.g., vocational

rehabilitation), and government funding for PCAs. Family supports provided

transportation to work and personal care. Workplace supports offered mentoring from

coworkers and networking with coworkers and supervisors (p. 64). Six additional

sub-themes were presented in McNaughton et al., (2003). Communication supports

utilized high-tech AAC devices, pre-programmed phrases and acceleration techniques in

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high-tech AAC devices and the communication skills of the person who used AAC (e.g.,

being witty, articulate). Alternative access to computers and the person who used AAC’s

ability to be “tech savvy” were included in the supports to accessing traditional office

tasks and activities. Supports to educational and vocational skill levels included skills

and talents acquired through personal experience and the specific training in the use of an

AAC device. Personal care assistance was a personal care attendant, or a coworker that

aided in the activities of daily life, or family support which aided with daily living

activities. Accessibility supports consisted of the use of telecommunications at

conferences or off site work. The personal commitment of employer and co-workers is

the willingness and commitment to people with disabilities (p. 246).

According to Blackory & Wagner, (1996) in McNaughton et al., (2003), work

provides opportunities for financial and residential independence, social interaction,

community integration, a sense of self-worth, and a chance to improve overall quality of

life (p. 235). The use of AAC devices has allowed many individuals with disabilities the

opportunity to work and to experience society’s roles.

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References

Light, J., Stoltz, B., & McNaughton, D. (1996). Community-Based Employment:

Experiences of Adults Who Use AAC. Augmentative and Alternative

Communication, 12, 215-229.

McNaughton, D., Light, J., & Groszyk, L. (2001). “Don’t Give Up”: Employment

Experiences of Individuals with Amyotrophic Lateral Sclerosis Who Use

Augmentative and Alternative Communication. Augmentative and Alternative

Communication, 17, 179-195.

McNaughton, D., Light, J., & Arnold, K.B., (2002). “Getting Your Wheel in The Door”:

Successful Full-Time Employment Experiences of Individuals with Cerebral

Palsy Who Use Augmentative and Alternative Communication. Augmentative

and Alternative Communication,18, 59-74.

McNaughton, D., Light, J., & Gulla, S. (2003). Opening Up a ‘Whole New World’:

Employer and Co-Worker Perspectives on Working with Individuals who use

Augmentative and Alternative Communication. Augmentative and Alternative

Communication, 19 (4), 235-253.

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